Download - Intercultural Business Communication: Theoretical Issues ...esp-world.info/Articles_39/39_Sekkal.pdf · 2.2. Intercultural Communicative Competence The most known definition of intercultural

Ms SEKKAL Faiza (2013). Intercultural Business Communication: Theoretical Issues and Methods

for Classroom Training. English for Specific Purposes World, ISSN 1682-3257, 14(39).

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Intercultural Business Communication:

Theoretical Issues and Methods for Classroom Training

SEKKAL Faiza

Email: [email protected]

Biodata:

Faiza SEKKAL is part-time teacher at the faculty of Economics and Management - Sidi Bel

Abbes, she has been teaching English for business purposes to Management students for five

years now. She Holds a Magister degree in ESP from TLEMCEN University, Algeria and she

is currently a doctoral student. Her research interests include: ESP, EBP, business writing,

genre analysis, genre - based assessment, process genre-based instruction, intercultural

business communication, etc.

Abstract

Nowadays, communication in English is more than ever emphasized by the

language teachers. Socializing accurately and effectively in a foreign language is

considered a great advantage in obtaining a job. Also, writing a correct application

letter, a CV, a memo in English or passing an interview at an international company

are the main goals of the present student. But what is the link between culture and

communication?

In fact, the structures and contents of communication are given by culture, the

main argument for teaching culture in ESP as well as in ESL classes is not only a

linguistic one: “in order to understand language fully and use it fluently, learners need

not only linguistic, pragmatic discourse and strategic competence but also socio-

cultural and world knowledge”. Thus, adjusting our teaching practices and materials to

the changing needs of the communication environment and engaging in Intercultural

Business Communication research proves to be the best way of keeping our teaching

updated. In this regard, this paper summarizes the most relevant issues related to the

concept of IBC focusing notably on incorporating Inter-Cultural Awareness in the

Teaching of Business English and suggesting some methods for IBC classroom

training.

1. Introduction

International business is the outgrowth of globalization which is driven

primarily by economic interdependency and advances in technology, but the success in

global business ventures will be affected by the inability of international managers to

understand appropriate business etiquette, customs, and values needed to conduct

business among nations of the world. Moreover, facing the current situations of the

probable entry into WTO and the trend from globalization, Algerian government felt

the need of establishing one-world educational setting through the implementation of

mailto:[email protected]



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the LMD system in our universities in order to achieve a cross-cultural understanding

among our students and teachers.

However, and despite the great importance of business English in today’s

globalised world, ESP teaching in Algeria remains a weak point in the sense that no

educational reforms are made with regard to the provision of teacher’s training either

pre- or in service in ESP methodology at the tertiary level. Moreover, the majority of

ESP courses offered at university focuses on developing the students’ linguistic

competence without taking into account their learning and target needs to learn

English as a means of Intercultural Business Communication and hence neglecting

the development of their Intercultural Competence, i.e. the language and skills needed

for typical business communication with a special emphasis on cultural diversity in

order to prepare students for the real-life challenges and fit their needs of a complex,

globalized working environment that they will encounter in the target situation.

On the other hand, there are some problems that are involved in teaching culture

to EBP students. In this respect, they are summed up as follows:

1. EBP students are learning English while living in Algeria and therefore they do

not have a direct access to the cultures of English-speaking countries.

Therefore, they are not accustomed to it.

2. Teachers feel afraid to teach culture to EBP students because they fear that they

do not know enough about it. Furthermore, they may not have been adequately

trained to teach neither ESP nor the cultural aspects related to the specialism of

their students and therefore, they do not have strategies, clear goals that help

them to introduce intercultural business awareness in their teaching of the target

language and this is related to their lack of awareness of it.

3. When cultural phenomena differ from what they expect, students often react

negatively, characterizing the target culture as “strange”. In this case, teachers

find it better not to teach culture because of students’ negative attitudes.

4. It is very difficult for teachers to measure cross- cultural awareness and change

in attitudes so that they can see whether the students have profited or not.

5. There are some other problems that prevent the teachers from incorporating

culture in the teaching of the target language is that students’ limited

proficiency level in English as well as time constraints.

Under the economic globalization today, the ultimate goal of business English

teaching is to develop students’ intercultural business communication skills. In other

words, all the efforts should be geared to the motive of helping the students attain

intercultural business communication competence. In fact, the acquisition of these

competitive global skills and competences and the devotion of adequate time to learn,

understand, and appreciate the different ethical and cultural habits and appropriate

etiquette for conducting business transactions and managing cultural differences

properly can be a key factor in getting things done effectively on a global scale will

not only assist EBP students to bridge the communication gap between their own

culture and the others culture but also avert communication dislocations in the

multicultural business environment. However, how could it be possible for an ESP



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teacher to incorporate intercultural awareness in teaching business

communication?

2. Culture and Communication

Culture and communication are inseparable because culture not only dictate

who talks to whom, about what, and how the communication proceeds, it also helps to

determine how people encode messages, the meanings they have for messages, and the

conditions and circumstances under which various messages may or may not be sent,

or interpreted … Culture is the foundation of communication (Samovar, Porter & Jain,

1981). In this regard, it is useful to give a brief definition of culture before tackling the

issue of Intercultural Business Communication.

2.1 Definition of Culture

Culture is defined by Bovee, Thill & Schatzman (2003) as:

a shared system of symbols, beliefs, attitudes, values,

expectations, and norms for behaviour.

It is useful to take note of a few points about the above definition:

Culture is not something that we are born with, but rather it is

learned, imparted to us through our upbringing and exposure to the

practices and rules of conduct of the culture of which we are a part.

Culture is shared by a society and members of a society agree about

the meanings of things and why.

Culture teaches values and priorities, which in turn shape attitudes.

Culture prescribes behaviour and members of a society usually

behave in ways that they think are appropriate or acceptable in their

culture. However, what may be acceptable or appropriate in one

culture may be unacceptable in another culture.

2.2. Intercultural Communicative Competence

The most known definition of intercultural communicative competence is the

one provided by Byram (1998) in which he defines it as “the ability to communicate

effectively and appropriately in intercultural situations based on one’s

intercultural knowledge, skills, and attitudes”



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Figure.1: Intercultural Communicative Competence

A number of interrelated skills compound the competence of the proficient

intercultural speaker. According to (Byram, 1998: 96), the aspects of the intercultural

competence are the following:

1. Intercultural attitudes (savoir être)

It includes curiosity and openness and, readiness to suspend disbelief about

other cultures and belief about one’s own.

2. Knowledge (Savoirs)

It includes knowledge of social groups, their life and behaviour, that is,

Knowledge of self and other and awareness of relationship of individual to society.

3. Skills of interpreting and relating It encompasses interpreting things from other cultures, comparing and relating

them to own culture and developing new perspectives through comparison and

contrast.

4. Skills of discovery and interaction (Savoir apprendre/ savoir faire) It is defined as the ability to acquire and operate new knowledge of a culture in

real time communication) such as developing ethnographic and research skills and

exploring cultures.

Inter-Cultural

Competence

Skills of Discovery and

Interaction

Knowledge: of social groups,

their life & behaviour

Attitudes:

Openness and Curiosity

Skills of Interpreting and Relating

Critical Cultural

Awareness



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5. Critical cultural awareness

It is defined as the ability to critically evaluate some document or event from

another culture.

3. Intercultural Business Communication

As it has already been mentioned, to communicate successfully in an

international context, one must be aware of the cultural aspects and assumptions

underlying communicative interactions. The global business environment requires an

extensive intercultural training since one need to work with people who have different

values, beliefs, behavioural norms, and ways of apprehending reality. The growth of

Intercultural Business Communication (IBC) is directly related to the increasing

globalization of our century.

3.1 Levels of Culture affecting Business Communication

Doing business in the global market depends on the ability to successfully

communicate in an intercultural context. Due to the complexity of human beings, our

cultural values are transferred to the communicative process; in other words, in cross-

cultural encounters, each business partner filters the message through some layers of

culture. Consequently, this circumstance determines the success of the business

endeavour.

In business settings there are layers that have a great impact on the

communication process, such as organizational culture. Culture does matter, but

depending on the nature of the communication process, some layers are more salient

than others.

According to Targowski and Metwalli (2003: 53), there are seven levels of

culture affecting the communication process:

1. Global Culture

The first level describes the new layer issuing from globalization. People from

different cultures use the same rules and behaviours to make the communication

process successful in business contexts. This cultural construct, in which the

participants try to adapt to the intercultural situation setting aside their own cultural

behaviours, is similar to the notion of transactional culture or transactional discourse.

2. National Culture The national culture hints at the traditions, behaviours, feelings, values, etc.,

that are common to a nation.

3. Regional Culture

The regional culture embodies the variable values that individuals share within

a region.

4. Business culture



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It represents norms, values and beliefs that pertain to all aspects of doing

business in a culture. Business cultures tell people the correct, acceptable ways to

conduct business in a society. Business cultures are not separate from the broader

national culture. The national culture constraints and guides the development of

business culture in a society

Business culture affects all aspects of work and organizational life: how

managers select and promote employees, how they lead and motivate their

subordinates, structure their organizations, select and formulate their strategies, and

negotiate.

5. Organizational Culture

The organizational culture is related to corporate culture since it is a

management means to control organizational performance. Corporate Culture is the

culture adopted, developed and disseminated in an organization.

Corporate culture can deviate from national norms, but that depends upon the strength

of culture and the values and practices tied to it.

6. Group Culture

Group culture, in contrast, refers to a group of people «united by a common

relationship (work, profession or family) (Targowski and Metwalli, 2003: 55).

7. Personal Culture

The personal layer represents an individual understanding of time, space and reality.

8. Biological Culture

The biological culture is responsible for universal reactions to physical needs.

3.2. Defining Intercultural Business Communication

We understand IBC as “communication within and between businesses that

involves people from more than one culture” (Chaney and Martin, 2007:2) [4].In

this concern, business communication types can be spoken or written such as:

Making presentations.

Negotiating.

Taking part in meetings.

Small talks.

Socializing.

Correspondence. Memo, Report writing.

Business letter writing.



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In business environment, individuals who speak different languages and

illustrate diverse cultural realities interact in international networks. As the clash of

civilizations has an effect on the costs of doing business in international contexts, IBC

has attracted more and more interest as an academic domain.

The teaching/ learning of IBC nowadays is “a recognition of the cultural

factors influencing behaviour in business encounters around the globe” (Planken

et. al., 2004: 308).

In an international business environment, cultural intelligence (Triandis, 2006),

that is, the ability to identify and conform to appropriate behaviours in diverse

intercultural contexts, is seen more and more as a desirable attribute by employers.

From the teaching angle, the serious challenge for Business English teachers is to be

able to achieve all the goals:

Facilitate language acquisition.

Improve cross-cultural awareness.

Encourage the students to start developing a professional identity as specialists

who will need to perform in intercultural business settings.

IBC, then, has grown into a complex subject. The areas of communication and

culture as contributing disciplines are rich enough and the business dimension adds to

the complexity.

3.3. The Cultural Factors/Dimensions Affecting Business Communication

The challenges that faces ESP teacher is to study and teach those aspects of

culture which have direct bearing on business. Hence, the study should not be done

through the lenses of a tourist who takes a front stage view of the culture, appreciating

the exotic facets of culture with an inquisitive mind to comprehend a way of life

totally different from his own. In lieu of taking this perspective, ESP teacher should

study and ‘filter out’ those dimensions of culture which are likely to impact business.

Early literature on this topic identified different cultural components that affect

the communication process. Hall (1959) established a distinction between high and

low context cultures; following his ideas, many researchers used contextuality to

contrast communication patterns among speakers from high and low- context cultures.

On the other hand, the work of Hofstede (1980) was highly innovative since it pointed

at a close relationship between culture and business. His research analyses how

cultural dimensions influence management practices. His studies on national culture

made possible the comparison of different cultural communication styles and methods.

The following dimensions based on Harmer (2005) should be scanned by an ESP

teacher in order to understand the cultural variables that influence business

communication:

1. Individualism versus Collectivism



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It is defined as the degree to which individuals are integrated into groups. i.e.

the Anglo-American world is considered to be more individualistic and competitive in

the sense that the emphasis is placed on individuals (their rights, reward individuals’

achievements). By contrast, if a candidate is planning to apply for a position in Japan

which is more collectivist society, he should stress in his résumé his team performance

rather than his individual accomplishments. In other words, the emphasis is placed on

groups (team performance, group affiliations and loyalty).

2. Masculinity versus Femininity

It is the distribution of emotional roles between genders:

In masculine cultures, achievement and competition is often measured in terms

of power and wealth, and emphasis placed on work goals and assertiveness.

Feminine cultures see personal goals, human contact and relationship building

as more valuable.

E.g.: masculinity is high in Japan, moderately high in Western countries and

low in Nordic countries.

3. Power distance

This index is defined as the extent to which less powerful members of

organizations accept that power is distributed unequally.

In a low-power distance culture such as the Anglo-American and Western

world people find it easy:

to approach their leaders, to discuss issues, and even to criticize them.

Managers are likely to consult subordinates.

Corruption rare, scandals end political careers.

Hierarchy means inequality of roles.

Income distribution rather even.

The ideal boss is a resourceful democrat.

Privileges and status are disapproved.

However, in a high-power distance culture such as Arab countries people find it

hard:

to approach their leaders, and there is little discussion.

Subordinate expect to be told what to do or likely to do what they are told.

Corruption frequent; scandals are covered up.

Hierarchy means exercising inequality.

Income distribution very uneven.

The ideal boss is a benevolent autocrat

Privileges and status are both expected and popular

4. Uncertainty avoidance (Low/ High UA)



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It is the degree of tolerance for uncertainty and ambiguity. In some English

speaking, Nordic and Chinese countries, one may find people to be open to out of the

box experimentation. Thus, the characteristics of low uncertainty avoidance cultures

are as follows:

Accept uncertainties

enterprising, willing to take up new business challenges and thus take up

risks

Few rules

Tolerate the unusual

Dislike hierarchy

Whereas in Arab world, Japan and Latin countries, people tend to play safe,

they are averse to taking up risks. If there is low tolerance of uncertainty, i.e. people

value job security and clear rules and regulations. In this vein, the characteristics of

high uncertainty avoidance cultures are as follows:

Avoid uncertainties

Value job security

More clear rules and regulations

Do not tolerate deviant ideas/behaviours

Believe in absolute truths/ expertise

5. Monochronic versus Polychronic

Some cultures are monochronic like that of Germany where time is to be

monitored religiously. As a result, punctuality, efficiency, promptness and the motto

“live to work” are highly favoured. Some features of monochronic cultures are listed

as follows:

Schedules take precedence over interpersonal relation

Accustomed to short-term relationships

Concentrate on the job and do one thing at a time.

In the Arab world, or in India, however, the concept of time is polychronic –

time is taken to be flexible, multi-tasking is done and deadlines and schedules are

prone to be flexible or not widely regarded, and the motto “work to live” describes it

quite adequately. Some features of polychronic cultures are listed as follows:

Preset schedules are subordinate to interpersonal relations

Tend to build lifetime relationships

Are highly distractible and do many things at a time

6. Communication style (Direct versus Indirect)



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Direct communication is when the true intentions are revealed in the verbal

messages. In other words, direct speakers usually value the effectiveness and swiftness

of short, direct answers that involve no further analysis. They expect and respect

honestly and bluntness. In the United States direct communication is usually preferred,

as it is in most western cultures. Many sayings or phrases reflect this, such as "Get to

the point." Some of the direct communication styles cultures are listed below:

Direct and straightforward and informal

Impatient with delays

Use words literally

Use verbal-communication

Decisions are made based on how it affects the task at hand and relationships

are often not factored in.

On the other hand, indirect communication is when the true intentions are

hidden. This type of communication is more passive and submissive. An indirect

speaker will not make a direct statement or directly answer a question that could be

perceived to cause tension, or an uncomfortable situation. They are more likely to say

“maybe” or “possibly” when the true answer is no. It is thought by an indirect speaker

that being polite is more important than giving a true response. This concept is

connected to the idea of “Saving Face”. Face is a sociological ideal that represents a

person’s honour, reputation, and self-esteem. This is why to an indirect speaker direct

speech is considered harsh and even rude. Some of the indirect communication styles

cultures are listed below:

Flowery language, humbleness and elaborated apologies are common for

high context communicators

Expect the listener to read between lines

Use of non-verbal communication:

Words are not important as context (tone of voice, facial expression,

gestures, posture and status).

Relations are important and decisions are made based on how the

relationship would be affected

7. Degree of formality (Formal/Informal) Norms of both formality and informality, assure members in their respective

cultures that they are behaving correctly and not risking embarrassment but the

assumptions about what constitutes comfortable behaviour are not universal and can

cause discomfort to other cultures.

In the Anglo-American world, focus on form, may make business people

uncomfortable and they are somewhat suspicious of it, given names rather than family

names are used in business and casual dress may be acceptable, achievement is

regarded more important than age. Moreover, men may remove their jackets, for

example while working.



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By contrast, Japanese never use given names in business but rather family

names to show respect and age is treated with respect. Moreover, men rarely remove

jackets while at work.

8. Status Cultures also differ in how status is accorded. In some cultures, status is

accorded to people based more on their individual achievements while in others status

is ascribed to people by virtue of their age, family background, profession, and so

on. In the latter, organizations are usually more hierarchical and extensive use of titles

especially for high ranking executives and officials is the norm. In the former,

organizations are less hierarchical and titles are usually only used when they are

relevant to the competence one brings to the task, for example, a medical

doctor. Again, cultures can be placed on a continuum from less hierarchical to more

hierarchical. Most Asian and Arab countries are more hierarchical compared to the

US and most other European countries.

In most Asian societies, within an organisation, it is important to show the

proper respect for individuals depending on their rank and position. When addressing

people who are older or of higher status, people speak politely and formally. It is also

considered inappropriate to interrupt authority figures when they are speaking and

their opinions carry a lot of weight. This leads to the practice of never questioning

what they say, especially in front of other people, as this will be viewed as a sign of

disrespect and can also lead to a loss of face. This behaviour may however be

interpreted as a lack of assertiveness on the part of the employee in cultures that are

less hierarchical and where employees are free to interrupt their superiors and voice

their own opinions.

9. Decision making

In the United States and Canada, businesspeople try to reach decisions as

quickly and efficiently as possible. Main points are agreed upon first while the details

are left to be worked out later. However, in some other cultures, like Greece for

example, spending time on each little point is considered a mark of good faith and

anyone who ignores the details is seen as being evasive and untrustworthy. Similarly,

Latin Americans prefer to make their deals slowly, after much discussion and the

Japanese and many of their Asian counterparts look for group consensus before

making a decision. This is in part related to the collectivist nature of these cultures as

well as concern for maintaining harmony. In such cultures, decisions in business

negotiations are not made by delegates without consulting the organization. This

contrasts with the practice in some other more individualist cultures where decisions

can be made on the spot by representatives of the organization.

3.4. The Barriers of Intercultural Business Communication

When encountering someone from another culture, communication barriers are

often created when the behaviour of the other person differs from our own.

Communication barriers are obstacles to effective communication. Certain erroneous

tendencies which students should be apprised about are ethnocentrism and

sophisticated stereotyping, business etiquette, slangs and idioms.



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Ethnocentrism

Ethnocentrism is the tendency to regard one’s own culture as superior to other

cultures and hence leads to the erroneous scanning of others’ behaviour through the

lenses of one’s native culture. In other words, it is the judging of another culture using

own standards and beliefs. The following example demonstrates such a negative

tendency:

“…..the description of Indians as people who like “clearly defined tasks" denies them

the attribute of creativity that the West likes to keep for itself.

Sophisticated Stereotyping

Stereotypes are generalizations which are often used to simplify and categorize

other cultures and people in those cultures. The major problem here is that stereotypes

do not allow for exceptions to the norm, which is the wrong approach.

Sophisticated Stereotyping has been found to have profound impact on global

organizational learning – e.g. a Japanese manager may dismiss information coming

from a Korean manager since he has a notion of cultural superiority over his Korean

counterparts. Similarly, a Japanese’s notion about American culture of individualism

may lead him to discount the Americans’ take on effective team functioning. Another

example that can be taken in this regard is of an American dismissing a report by a

French manager concerning dangerous moves by competitors in Europe as an

overreaction by those “emotional French”. Many a time Japanese communication

culture of reticence and formality with strangers has often led to a slowdown in

attaining team goals when they are involved, say, with British members in meeting

situations.

Business Etiquette

Broadly speaking, etiquette includes a variety of behaviours, habits, and

specific aspects of nonverbal communication that can impact the outcome of a

manager’s performance and overall success in a global workplace. In today’s hectic

and competitive society, etiquette might be taken for granted or seen as outdated

concept, but it affects perceptions and decisions people make in the global context of

management. It has never been over-emphasized that the ways a manager conducts

himself/herself and interacts with colleagues have a profound effect on a company’s

goodwill or credibility.

An example that illustrates business etiquette is when conducting business with

a person from China, the rules of business etiquette are controlled and determined by

face giving and taking. For example, when giving introductions, remember that the

surname comes first and the given name last. The introduction is accompanied by a

bow which is uncommon in many other cultures (Chaney & Martin, 2011). It was

noted that out of concern for their business partners; many times, a handshake is

combined with a bow so that each culture shows the other proper respect.

Idioms and Slangs

Idioms are fixed distinctive expressions whose meaning cannot be deduced from the

combined meanings of its actual words whereas slangs are expressions, and usages



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that are casual, vivid, racy, or playful replacements for standard ones, are often short-

lived, and are usually considered unsuitable for formal contexts. These expressions can

create a breakdown in communication when used in an intercultural context, especially

one involving non-native speakers of English.

e.g.

To break a leg (To do well at some performance)

To hold one’s tongue (To refrain from saying something unpleasant or nasty)

To rain cats and dogs (To rain very heavily)

More money down the drain (More money to spend)

Cultures may develop their own slang that may be foreign to other cultures

using the same language, e.g. An advertisement by Electrolux worked very well in

Europe but was unusable in the United States. The advertisement carries the slogan,

“Nothing sucks like the Electrolux.” The slogan will not go down well with an

American audience because the slang expression “it sucks” has negative connotations

in the US. In Europe, the word “sucks” has a literal meaning so the slogan is perfectly

all right.

3.5. Methods for Intercultural Business Communication Classroom Training

There are some factors that teachers should consider when choosing methods

for their sessions:

1. The desired outcome (acquisition of knowledge, developing skills or

modifying attitudes)

2. participants (needs, preferences, culture)

3. situation (time)

Once we have examined and set these issues, we can turn to IBC training. In

this vein, Fowler and Blohm (2004: 37-84) introduce the following typology regarding

IBC methodology: cognitive and active methods.

3.4.1 Cognitive methods

Cognitive methods focus on knowledge acquisition. Broadly speaking, these

activities encourage learners to increase their knowledge of culture as a subject. Thus,

if acquisition of knowledge is the most important goal, we can use the following

methods for IBC training:

Lectures

It is a common and recurrent method. The trained person can present

information, clarify ideas, introduce new topics, etc.

Computer-based Materials

Although they are frequently used to acquire conceptual information, we can

also find materials that develop skills and /or modify attitudes. The training takes place

by means of CDs, DVDs, online programs and web sites.



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Case studies of companies Case studies pose a situation and students must work on assessing the problems

entailed and finding possible solutions. Some cases are based on real-world dilemmas

so the students get the opportunity to deal with concrete situations and specific cultural

problems. Here is an example, which may be used in pair or group discussions work:

Let students take up case studies of different multinational companies and

analyse them in the light of business and culture in action (analysing concrete

situations and specific cultural problems and dilemmas).

Skills and attitudes

Acquiring knowledge of different office cultures through recognizing and

analysing different business etiquette, different management styles used in

companies from different cultures which create cultural misunderstanding or

problems. (Knowledge of self and others).

Developing ethnographic, research skills, and exploring cultures.

Written material/Critical reading

Authentic materials are commonly used in training sessions to transmit facts,

ideas and concepts. These sessions involves students analyse a series of written

business authentic material such as: advertisements, CVs, job advertisements, business

emails… from different countries through raising the students’ awareness of the

cultural orientations suggested in these business documents.


Comparing and contrasting the main cultural difference between the culture of

origin and the target culture as well as critical cultural reading.

Critical incident

They are shorter than case studies and refer to cross-cultural misunderstandings,

problems and clashes. The incidents do not illustrate the cultural differences of the

interacting parties; rather these are discovered as the activity is carried out. The use of

critical incidents can bring about students’ understanding of their own personal and

cultural identity because they are not personally involved in the situation; they can

usually discuss the issues objectively, and decide upon a course of action. Of course,

sometimes learners do not find a solution, or find that there is no perfect solution, but

this reflection of the real world rather than a failure of the method. Here are some

examples, which may be used in pair or group discussions work:

Learners are required to analyse situations (cross-cultural misunderstandings,

clashes…) and produce possible solutions that is personal involvement.



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Scenario1:

Harold Swanson has to take some product samples to another country. He has

done the trip many times, but this time he is stopped at the border by a customs officer

in a country of Latin America, who insists that he pays $200 for permission to enter the

country. In Harold’s country (US) such a demand would be considered corrupt, but

here it is quite normal for government employees to supplement their income in this

way. However, this time Harold feels that $200 is too much. What should he do?

Scenario 2:

Joe Williams is an engineer who is sent by his company to work in a subsidiary in an

Arab country. There he finds that meetings are very different from what he is used to.

Meetings in his new country (UK) seem to be used as a way for the department head to

issue instructions and to explain what is to happen, rather than as a place to brainstorm

and gather ideas as a team, which is what he is used to. Then Joe is promoted to head

the department.

Look at both incidents and try to spot the cross-cultural misunderstandings and

make notes of your ideas with explanations and give possible solutions.


Developing skills of interpreting and relating from other culture.

Videos shows Organise video shows on a specific country covering economy, business

etiquette, and business relationships. Communicating, negotiating and management

should be demonstrated in these video resources in action. Video should present a

mixture of do’s and don’ts, front stage culture, some cultural priorities, and business

practices. After watching the video, students can be directed to author a paper

identifying major cultural variables that influence business. They apply cultural

concepts to business practices.

3.4.2. Active Method

Active methods engage learners in active learning where emotions and

interpersonal skills are brought to play. These methods involve learners in active tasks

to build up specific skills. That is, students learn by doing in that it makes learners

more aware of culture. Here are some examples:

Role-play/script analysis Role playing puts information and skills into practice in a safe context and can

be focused on content. Participants have the opportunity to rehearse diverse roles in

real-life situations for a specific purpose.

Situation № 01:

Tell the students to read about intercultural business communication (the

cultural dimensions or factors that affect business communication or create a



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breakdown in communication in business first before the exercise. After exhaustive

classroom discussion go for the role play exercise with a script –for example a case in

which the students can practice skills of international trade negotiations between

businessmen i.e. between an American and Japanese businessmen. i.e. Japanese

stereotype of the American communicator’s profile as brusque and ill-mannered.

However, American businessmen are direct and straightforward and dislike formality.


Recognizing and doing away with stereotypes and Ethnocentrism

Openness, readiness to suspend disbelief about other cultures

Situation № 02:

The second situation involves students playing role of friendly bosses/autocrat

and paying close attention to the working relationships:

Business problems, decision-making as well as responsibilities.

Formal/informal? Personal/ professional? Who decides? Top-level executives

only or with consultations with all employees?


Understanding cultural diversity in business (manager/ subordinate

relationships through analysing cultural value of power distance/ Comparing &

relating one’s culture).

Situation № 03:

The third situation involves a meeting between a Saudi and Singapore

businessmen. When playing these roles, the students pay more attention on:

Specific attitudes and patterns of behaviour (meeting: Saudi and Singapore

businessmen).

Recognizing specific attitudes and patterns of behaviour:

Greetings

body language: head movements, eye contact, physical space

Time orientation

Degree of formality


Interacting with each other, adapting to cultural differences, norms and values

of others.

Simulation games

They are highly motivating and versatile. Educational and entertaining elements

combine to build knowledge and develop skills. For instance, the game Markhall

(Blohm, 1995) shows two companies based on two different corporate models, the

American and the Japanese.

Intercultural exercises



17

These activities usually combine two or more techniques (physical response,

discussion, or written assignments) and involve learners in content while providing

practice. Intercultural exercises are commonly used to raise awareness about cultural

differences and develop strategies to adapt to diverse working environments. As an

example of intercultural exercise, The Cocktail Party (Blohm, 1997) puts in action

non-verbal behaviours unusual to North-American culture.


Developing critical cultural thinking skills as well as comparing and contrasting

the target culture with one’s culture.

4. Conclusion

Since economy is the most visible aspect of globalization, the need to do

business in an international context has increased the demand to learn Business

English. Nevertheless, the development of intercultural communication has made clear

that despite today’s globalization, cultural differences persist. Speakers of different

languages see the world differently since cultural values are usually transferred to the

communicative process. Then, doing business in a global market depends on the

ability to successfully communicate in an intercultural context. Therefore, the

emergence of Intercultural Business Communication reflects the concern of global

organizations with the cost of doing business. As a result, business students are

expected to develop an awareness of the cultural aspects that influence business

relations all over the world and to acquire the ability to behave appropriately in

different cultural settings. Thus, by understanding inter-cultural communication in the

business world and cultural differences (behaviours, business etiquette, verbal and

non-verbal communication) we can break down barriers and pave the way for mutual

understanding and respect.

In this concern, EBP courses should mirror these transformations, this means

that business schools in Algeria need to be up to the challenge and prepare students for

the present-day workplace. Teachers, then, must adjust their syllabuses and teaching

methods to fit the needs of a complex, globalized and multidisciplinary working

environment.

5. References:

BLOHM, J. M. (1995), «Markhall: A comparative corporate-culture simulation»,

in Intercultural sourcebook: Cross-cultural training methods, ed. S. Fowler and

M. G. Mumford, Yarmouth (ME), Intercultural Press, I, pp. 109-115.

BLOHM, J. M. (1997), «The cocktail party: Exploring nonverbal

communication», in New ways in teaching culture. New ways in TESOL Series

II: Innovative classroom techniques, ed. J. C. Richards and A. E. Fantini,

Alexandria (VA), TESOL.

Bovee, C.L. & Thill, J.V. (2005). Business communication today. 8th edition.

New Jersey: Prentice Hall International, Inc.



18

Byram, M. 1998. Intercultural Communicative Competence--the Challenge for

Language Teacher Training, in Cherrington, R.; Davcheva, L. (Eds.). Teaching

Towards Intercultural Competence. Bulgaria: The British Council.

Chaney, L. H., & Martin, J. S. (2007). Intercultural business communication.

Upper Saddle River, New Jersey: Pearson Prentice Hall.

Chaney, L. H., & Martin, J. S. (2011). Intercultural business communication (4th

ed.). Upper Saddle River, NJ:Pearson Prentice Hall.

FOWLER, S., and BLOHM, J. (2004). “An analysis of methods for intercultural

training”, in Handbook of Intercultural Training, ed. D. Landis et al., Thousand

Oaks (CA), Sage, pp. 37-84.

Hall, E. T. (1959). The Silent Language. New York: Doubleday.

Harmer, J. (2005). How to Teach Business English. Cambridge University Press:

Logman.

Hofstede, G. (1980). Culture's Consequences: International Differences in Work-

related Values. Beverly Hills: Sage.

TARGOWSKI, A. and METWALLI, A. (2003). “A framework for asymmetric

communication across cultures”, Dialogue and Universalism, 7-8, pp. 49-67.

Planken, B., Van Hooft, A., & Korzilius, H. (2004). “Promoting intercultural

communicative competence through foreign language courses”. Business

Communication Quarterly, 67(3), 308-315.

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